IT <N 












^^--^ 



^f^y' \;^^-\/^ "V^'^^o^' \;<^^\^'^' 

^ ^ 



"cv. 



^v^^ 

c^^. 




-^ '^yn^.' /'"-^^ -.^ip:.- ^-^'^ '°^^'' /% • 






O^-^^C 








<r 















? 



?= 



SECONDARY EDUCATION 
IN CALIFORNIA 




r 



^ 



-J 




A MONOGRAPH 



BY J. B. M<rCHESNEY 




r 



J 






U 



&^ 



PUBLISHED BY 

DEPARTMENT OF EDUCATION 
CALIFORNIA LOUISIANA PURCHASE EXPOSITION 
- COMMISSION = 



^^ 



SAN FRANCISCO, CAL., 1904 



4 




m 2 



^'OfD, 



m4 



^^Vl 









Secondary Education in California 



By J. B. MCCHESNEY 










Mission High School Building, San Francisco 



Secondary Education in California 



By J. B. MCCHESNEY 



SccDiidary ('(lucation received scant attention (luring the eai-lv liis- 
torv of Calironiia for two ol)vious reasons. First, tlie jiDpulation was 
composed almost entirely of men who came to tlie State tor the piirjiose 
of enijag'in<4" in nxihl mining;, intending as soon as their fortunes were 
made to return to their liomes and families. They had no immediate 
use for sclmols of any kiml, and they gave little thought to |)i'ovisions 
foi- tlu'ir organization and maintenance. Secondly, the State was 
spai-sely populated except in the mining camps, where for sevei'al years 
it was ditlicult to carry on schools of a primary grade for more than 
three or four months in a year. Fortune hunting was the supreme intent 
of the early Californians ; all other interests in which civilized society is 
supposed to he concerned were, for the time heing, held in abeyance. 

irowever. tl)e makers of the first Constitution realized that an instru- 
ni' lit ot that kind would 1)0 incomplete without some provision heing 
made for t'ducation. and consequently, we find Article IX, Section 3, 
ix'ading as follows : 

"Tho Legislature shall provide for a system of schools by which a 
school sliall be kept up and sup})orted in each district at least three 
months in each year, and any school district neglecting to keep up and 
-u|:»])ort such a school may be deprived of its proportion of the interest 
of the public fund during such neglect." 

The expression "system of schools" is somewhat indefinite. At any 
rate, it rested with tlie Leg'islature to determine the grades of schools 
whic-h they might constitutionally provide for. In the proceedings of 
the Legislature of 1851, Article IT, Section 5. we find the following: 

''Not less than GO per cent of the auKumt paid each district shall be 
i'\p» iided in teachers" salaries; the balance may. at the discretion of the 



district, lie cxiK'ndcd in l)iiil(liii,<:- or rcpairiii.u- seliool houses. |iurcliasing 
., |j|ir;,r\ or a|>|>aratir< nr for llic s}tpiu,ii of a Ii'kjIi scIiooL" Tims we 
sec that as carlv as IS.")! li'<:islal i\ c provision was made for the sn|)|)ort 
of a hiyh sehooL 

lint as far as I have heeii ahh' lo learn, no lija-li school was or,uanized 
as a r(snlt of this permission. In fact, there were no pupils of suflicient 
x'hohistic attainments to form a class, or if there wore, the "diii-,i;-in<:s" 
had such superior atti'aclions that a school of any kind recei\'ed littth' or 
no coiisidei'at ion. 

'idle next Le^ishitui-e. tha.t of 1S,")'.\ enacted a new school law. makin.i:' 
no mtntion of hi,<:h scl'.ools. Whethei- the memhers thoui;-ht that tlie 
time was not yet ripe tor such schools, or whether they considered that 
the entire school fund should he devoted to elementary instruction. I 
am nnaide to state. 

In IS-").") the seliool law was enacted for a third time under the fo1- 
hiwiny title: '\\ct to estahlish. support and regulate common schooL< 
and to I'epeal foi'mer Acts concerning tlu' sanu'." Section IT defimd 
the duli(s and powers of district trustets as foHows: 

'■'I'liey may cause the common schools within their i'cspe!-ti\'e juris- 
dictions to he di\i(h'(l into i'l'iniary. (ii'ammar and High School Depart- 
ments, and to cmplo\- competent teachei's foi' the insti'Ui'tion of the dif- 
l'( I'cnt depai't nients. whene\ci' they may deem such division ad\isahle. 
prornh'il. there he sutlicicnt means for all such departments, and if not. 
then in the order in which they ai'c herein nanu'd. the prinuiry school 
ha\ing prel'ei'cnce."' 

This Act remained undist ui-lied on the statute l)oooks for eight years, 
and during this pei'iod the lii'st ]iei-manent high schools of Califoi'nia 
wvvr cstaFjIished. 'Idie San Francisco High School was organized in 
danuai'y. 1S.")S. heing the first in ( "alifoi'iiia. It was attended hy hoth 
sexes, and deservedly enjoNcd a high reputation. 

The school recoi'ds of this pei'iod are I'xceedinglv meager, thus 
making it ditlicult to collect accurate data i-oiu-erning actual work done 
in <eciindai'y education. '^Fhen. too. the term "high school" was vaguelv 
u<vt\. thei'e heing no recognized authoritv to i)lace a line of denuircation 
hetween advant'cd grannnai' gradts and high school grades proper. I're- 
\ iou> to th(> formal organization of a high school in San Francisco in 
danuai'y. ]S.")S. a tdass of advanced grammar school pupils was main- 
taine(l. Till' sehool authoi'ities of San Francisco did not call this a 
high school, although it is (pnte ))i'ohahle that distincti\'ely high school 
hranchts wcvr taught. 

Ahoui this time a high school was (.■ommeni-ed in Sacramento and 
anotlu-r in ^lai'ys\ ille. hut in the annual i'e])ort of tlu^ State Superintend- 



cut ror l.S()(l \)\\{ two liiir]i -cliool-: ;[]■(■ Trci \<^m7,c(\, oiic ill Sfui Frnrif :-•(•<) 
Mini one in Saci-aincnto. 

JJuring the dtcade coniJn('ii('iii<r with 18()0 an increased interest in 
-eeoridarv education was manifested in California. In Noveinher. I.SG"^, 
a hi<rh sc-hool was organized in Nevada City, and at about the same time 
auothei- in Crass Valley. l)ut i'oui- miles distant. These towns were at 
that time the hirgest and Jiiost tliriving mining towns in the State. 
'J'hey were the centers of trade for an extensive area occui)ied hy valiiahl.' 
(juartz mines and deep placer diggings. 'J'he inhabitants were pro.>])cr- 
ons and they were desirous Unit their growing families shouUl enj<n' the 
best educational privileges possible. At this time the influence of the 
mining counties predominated in State affairs, as they possessed both 
the wealth and a large majority of the voting population. 

'J'lie great valley extending from the Tehachapi ^Mountains on the 
-onth to the town of Kedding on the north afforded only a rich fereding 
ground for immense nmnbers of cattle au-d sheep. Californians had not 
yet learned the wonderful possibilities of this vast area for the ])roduc- 
tion of grain and fruit. The State was a mining State; the new arrivals 
looked to the mines for investment and as a field for operation. The 
re|)res(iitat'ives of the so-called "cow counties'' were unwilling that the 
more j)rosj)erous mining counties should dictate a system of commoji 
M-hool.s which would give them an undue .share of the .school funds. High 
s(]u)ols could exi.st in thickly settled communities only, and these were 
not found outside the cities except in the mining counties. This accounts 
for t'he fact that until the close of this decade the high schools of Califor- 
nia were confined to the larger cities and towns. 

Hut the dawning of the next decade witnessed a change. The gohl 
i!iin( s, which required little or no capital for their operation, were mostly 
worked out, and thus men of snuill means were comj)ell(d to turn the ir 
attention to other pursuits. \'ast areas which early Californians coiisid- 
cri'd worthless were found to be capable of sustaining unlimited grain 
fields and orchards, and as a result, the land was taken up. trees and 
vines were ])lant(!d. and California -non licinnic noted for its broad fields 
of grain and extensive vineyards. 

Thriving villages s[)rang into existence all through the State; the 
despised "cow counties" so increa.sed in po|>ulation that they soon con- 
trolled State legislation. This meant among other matters that the 
common school system must be acceptable to tliem, and as their c<'nlirs 
of population were only in the formative period they had no u.-c for 
high ■?chfK)ls. The ])rinuiry and gramjnar grades satisfied all their needs. 
To keep these^peu the re<piisile number of mouths each year in order to 



6 

draw their share of the public funds imposed a burden which they were 
scarcely able to liear. 

J]i a acneral way, it may be stated that the decade from 1870 to 188U 
witnessed a gradual preponderance of population in the agricultural 
counties over the mining counties, and with this went a corresponding- 
influence in State affairs. But this decade was not prolific in the organ- 
ization of new high scliools. One was opened in Oakland in 18()9, one in 
Los Angeles in 1871;" San Jose and Vallcjo followed soon after. 

On the wliolo, it may be stated that California did but little for the 
cause of sK'ondary ((lueation during the first thirty years of her history. 
'I'his can be said, liowever, although the high schools were limited in 
nuinhi r. they were excellent in quality. The teachers employed in them 
wei'e men and women of superior ability and devoted to their profession. 
Their schools took a (h'servedly high rank, and in their courses of study 
and in their methods of teaching they wei'e befitting models foi' the 
high schools which were to follow. This is all the more remarkable Ix- 
cause the manner in which high school certificates were issued was some- 
what lax, or perhaps, to state it more accurately, the rigorous and search- 
ing nu'thods which afterwards prevailed were not used. 

It would be interesting at this point to give a careful analysis of the 
social and ])olitical conditions which prevailed in California during the 
decade ahoNc referred to because of the predominating influence these 
conditions had upon the cause of secondary education. A com])lete disr 
cussiou of this most interesting problem would lead me far astray, and 
1 must content jnyself by a few bald statements which I think a careful 
discussion would confirm. 

jMany of the early Californians were men of broad views. Their 
inv( stments wei'e in the mines, and from them they obtained their wealth. 
(iold was an expensive commodity and not suitable for making exact 
ehaiigx': early Californians became indifferent to small coins and would 
not use them in their business transactions; their views of affairs gener- 
ally wei-e expanded, and it may be said that they despised the dav of 
suuill things. All this had its influence upon the character of the in- 
dividual, and thus upon the communitv as a whole. 

This state of all'airs might do if the mines Iield out and the poor 
as well as the rich could avail themselves of their use. But a chanu'e 
came; the cry was spread al)road that the mines were worked out; men 
must adapt themselves to new crtnditions, must seek new fields of labor. 
^•Auy engaged in agricultural pursuits, where the labor was severe and 
't*e results doubtful. To give up the expensive habits of the miner and 
to adopt the frugal ways of the farmer was a difficult lesson for the Cal- 
ifornians of this decade, l^ut some learned it; others, however, did not. 



They became restless, fault-finding and envious of those more fortunate. 
T;abor and cajjital became antagonistic, and a general condition of unrest 
j)revailed throughout the State. Agitators harangued crowds gathered 
on vacant lots in Sail Francisco; tliey were exhorted to down the aristo- 
crats and demand a more equitable division of wealth. Tbis agitation 
spread throughout the State, and as a result of it all a constitutional 
convention was called, a new constitution drafted and finally ado|)tt'(l 
bv a ]io])ular vote of the people. 

Tbe new constitution was a child of tbe transitional period and con- 
s((iuenlly sonu:- of its sections were nnwisc, if not unjust. Its provisions 
wt're presented and discussed by nu'U laboring under strong prejudices. 
During tlie decade tliere had been a growing depression among woi-king- 
men tliroughout tbe Stat(\ Tlu^ trnnbl(> was considerably augmented 
by a large immigration of (Ihincse, who by their industrious, plodding 
ways and their readiness to work for small wages created a violent an- 
tagonism toward them among white laborers. A lU'w jvolitical party 
was organized called the Workingmen's Party, with a i)latform which 
appealed to class prejudice and which was particularly opposed to 
(,'binese laborers and those who employed them. It may readily be un- 
derstood that a constitutional convention, called at a time of unusual 
industrial depression, would reflect in its discussions and conclusions the 
general trend of pul)lic thought. Then, as ever before, it was thought 
tbat constitutional provisions and legislative enactments would remedy 
ci-nditions which could only be reached by changing the thought and 
])ui'pose of the people. 

Previous to the meeting of tbe Constitutional Convention, in October, 
IS^S, secondary education had received little encouragement from tbe 
|)e()ple of California. Tbe legislative enactment of IHo.") ])rovided for 
[)riinary, grammar and bigli seiiool departments, but the primary and 
granunar schools must reeeivi' tbe lirst consideration; tlieii. if funds 
remained in the treasury, tliey luiglit 1k^ appropriated to tbe sui)p(U-t 
of a high school. But. as we bave already sbown. tliis provision, although 
remaining substantially unchanged until IST'i. did not actively encourage 
the cause of secondary education. On tbe ccmtrary, the system of issuing 
teachers' certificates at this tiiue rendered it next to impossible to obtain 
a high school certificate except from City Boards of Education; these 
miiiht be recognized by County Boards of Examination or not, as they 
saw fit. 

AVlien all these conditions are fully real:?:ed, one can readily under- 
stand that the friends and active i)romoters of secondary education looked 
forward to the action of the Constitutional Convention with intense 
interest, and' also with considerable anxiety. They had not met with 



8 

(lisapiiniiitiiu'iits and rebuffs tiiiic and again witliont a pretty intimate 
kiiowlcdiic of the a^neral trend of ])ul)lie sentiment toward the eaus(> 
tliev held so (hni". and so. whih^ they hoped, tliey also feared. 'I'luy liad 
experienced apathy, indifference and open hostility, bnt all this would he 
forg-otten if the nt w eonstitution would recognize the high sej-.ool and 
make it an integi'al pai-t of the State system of schools. 

Space forhids my (Altering upon a detailed account of the labors of 
tliis convention or of the discussions which took place concerning an 
educational system for California. 

'I'he snbjeel received careful attention by men of large experience in 
statecraft — men who had an uidvounded faith in the future greatness 
of California and wci-e animated by a desire to formulate the best con- 
stitution possible. 

'I'he linal I'csiilt of these discussions i)roviding for high schools was 
cndxidied in Article IX. Section (>, which reads as follows: 

"'riir public school system shall include ])rimary and grammar schools 
and such high schools, evening schools, normal schools and technical 
schools as may be established by the Legislature or by municipal or dis- 
trict authorit\ : but the entii'c revenue derived from the State schoid 
fund and the State school tax shall be ai)i)lied exclusively to the sup])ort 
of primary and grammar grades." 

It will thus be seen that by the adoption of the new constitution by 
the pt'opK' of tlu' State, high schools could not become a part of the State 
system of schools. It is true, the Legislature might establish them, but 
iro one believed that any Legislature would pass an act so oj)|)osed to 
(Uii- democratic principles as to require a community to support a high 
schoool coiiti'ary to the wishes of its people. It would be pnttting the 
case very mildly to say that the friends of secondary education were 
tci'i'ibly disappointed. They believed that the public sentiment of the 
State was piTpared to make high schools an integral ])art of the scliool 
svsttni. and to lu-^tow upon them a generous portion of the school funds 
of the State. I)Ut the <Iic was cast: high schools must get on in the 
future, as in the past, by the sole support of municipal or local taxation. 

.\s one I'cviews the history of education in C^ilifornia for the quarter 
of a ct'iitury that ha> elapsed since the adoption of the new constitution 
he is imdined to take a iiH)re moderate view than high school men enter- 
tained at that time. That Section (i of Article IX expressed the honest 
and mature convictions of a majoi-ity of the framers of the constitution 
no one has ever denied. Whether they were mistaken or not remained 
fo,r coming years of ex])erience to determine. When the new Constitution 
became operative nearly, if not (piite, all the cities and larger towns 
had organized high schools and were supporting them by local taxation, 



9 

and thoy cnntinucd to do so artcr tlicv In'rued tluit tlio Stale funds could 
ii"t he u^v(\ to assist thcni. Sotnctiuu'S a cause iS l)onc(itcd hv siniplv 
securing the attention of the puhlic. If it can only <i-ct itself s(|uarely 
hefore the |)id)lic eye, can gvt the people to tliinking about it and talking 
about it. then, if the cause possess merit, the public will not only discern 
it. but espouse it by voice and action. The high schools of the State 
occu])ied a position somewhat similar to this during the first years of the 
new Constitution. The attention of the public was early directed to the 
situation and each community found that if it was to enjoy the advan- 
tages of a high school it must support it. This led to an investigation 
of the benefits which the community would gain, to making incpiiries of 
those who already enjojed the privileges of a high school, and in a gen- 
eral way to obtaining an intelligent view of the situation. As a result 
of it all the cause of secondary education did not suffer. jSTo high school 
was discontinued; on the contrary, new ones were organized in many of 
the growing districts of the State. And more than all this, as ])ublic 
attention was directed toward them, the grade of the high schools was 
raised, an element of com})etition between different communities was 
introduced and improved methods of teaching were employed. The 
high school took a prominent |)lace on the programs of tlie county insti- 
tutes and at the meetings of the State Association of Teachers special 
sections were devoted to secondary schools, in which discussions were 
hebl on all matters pertaining to their condition and needs. University 
professors and prominent educators from other States took a prominent 
part in these meetings and imjiarted a new interest in the cause of high 
schools. Hence taking a broad and temperate view of the entire high 
school situation, of their growth, of their improved condition and of 
the increased interest manifested toward them by the puhlic, the con- 
clusion is evident that the blow struck at the interests of secondary educa- 
tion by the Constitutional Convention of 1878 and 1879 was not as 
serious as it was feared it would be, and that, on the contrar}^, it had its 
redeeming features. 

After the new condition had been in operation a few years a new 
feature of advanced instruction in the schools of the State made its ap- 
pearance. There were many districts and communities throughout the 
State which were unal)le to l)ear the financial burden which a fully 
equipj)ed high school would impose. The residents of these districts 
saw the advantages which were derived from the establishment of high 
schools, and vei-y naturally they desired to participate in them. They 
conceived and cari'ied into execution a plan whereby they might secure 
partial if not the entire advantages which they would gain from the 
organization and support of a high school in their midst. This was 



10 

tli(^ adoption of a r-ours(^ of shulv siipi)leiiU'ntary to the Avell estalilJ.'^lierl 
,i;raimiiai' ,iira<lc,< ami was called the "gTaiiiinar school com-se."" The 
hfanclies taii,i;lit iiichided a sufficient amount of nuitheinaties. sciiiicc. 
Ii!st(u-v and En^dish langnaoe to enahle the })uj)ils taking it to cntiT 
one of the scii'ntitie colleges or the agricnltnral college of the T'niversity 
u[' California. This was claimed by its promoters to be not a high school, 
but simply an extension of the grammar grade, and consequently, could 
receive its quota of the State school fund. Thus districts in which the 
gi-ammar school coui'se was taught were enabled to enjoy partial ad- 
vantages which a fully equipped high school would confer without the 
necessai-y local taxation. By an act of the State Legislature in jMai'ch, 
1887. the State Controller was authorized and directed to appropriate 
tlirei' dollars from the State school fund for each pupil enrolled in the 
grammar school course in the several districts of the State. This phase 
of the general question of State support of high schools did not remain 
in operation for any length of time. The question as to whether ihe 
State school fund or any ])ortion thereof could be legally used to sup])ort 
the so-called graiiunar school course was frequently discussed by tie,' 
public |)i'css and in teachers' conventions. The general consensus of 
opinion finally was that the payment of any portion of the State school 
fund for its support was a violation of the State Constitution, and the 
legislative act recognizing it was repealed in 1891. 

This brief episode in the liistory of secondary education in (^ilifornia 
school training beyond what the ordinary grammar school offered, and 
emf)hasized the fact that the people were conscious of the value of a 
it j)avcd the way for an amendment to the Constitution. 

'I'lic difficulties under which sparsely po])ulated communities laboi-ed 
in m)t being able to su])[iort a high school was quite satisfactorily over- 
c(uue by an act of the Legislature passed in 1891, whereby contiguous 
sc-hool districts could unite their efforts and establish a union high school. 
As a preliminary to the organization of such a school a special election 
must he held in the districts which proposed to join in the su])p(u-t of 
a bigli school, and if it was shown by the result of said election that the 
(pialified voters of the districts interested desired the school and were 
willing to be taxed for its support, then it became the duty of the Board 
of Supervisors of the county in which the districts were located to lew a 
tax u[)on the property thereof in sufficient amount to defray the expenses 
necessary for the support of the school. As a result of this law (piite a 
number of union high schools have been organized and ai'i' in successful 
operation. Their effect upon the general educational sentiment of the 
State cannot be overestimated. Their influence -in favor of an educa- 
tion beyond the simple rudiments is exerted in the ]'ural districts, where 



11 

it is particularly needed; besides it adds an attraction to the country 
wliioli heretofore was enjoyed exclusively hy the cities and larger towns. 
The union liigh school is destined to exert a far-reaching and favoral)le 
'iiiUneuce upon the cause of secondary education in California. 

Anotlur fact miist not 1)e overlooked in this counecHou. The iiitni- 
durtion of tlie union liigli scliool system in California brought, in a 
\ital way. tlie (|ii('stion of State support of high schools to a large nuni- 
Ik'i- of p('0[)lc wlio heretofore had given it but little attention. They 
were led to see tlie incongruity of a State system of schools wliich fos- 
tered tlu^ two extremes, but left them without a connecting link. It pro- 
vided for tlie support of schools which prepared for admission to the 
liigli school and then stopped, refusing to render assistance in making 
|tre])aration for admission to the State University, an institution which it 
liberally supported. The union high school has passed the cxjjeriiuental 
age; its adequacy to meet the wants of rural districts desiring to secure 
the benefits which a high school would confer has l)e('u practieallv dem- 
onstrated by a sucessful experience of twelve years. 

Tn the early history of California the term high school was vague and 
imlelinite. Having no precise signification, it was frequently used when 
tlu' course of study failed to warrant it. Thus it vei'y naturally came 
to |)iiss that several schools in which, in addition to the ordiuary gram- 
mar seliool studies, algebra and ancient history were added, were called 
by tlieir patrons high schools. Neither custoiu nor decisions by com- 
petent school authorities had fixed a limit f(U' a grammar sehool except 
in a very general way. It is true that in several legislative enactments 
it is stated that instruction must be given in the common English 
bi'anelies, l)ut prolonged discussions in the Constitutional Convention 
of lSTS-79 demonstrated conclusively that its members differed very 
radically in their understanding of the term "grauunar school." 

The school law was re])eatedly re-enaeted dui'ing tlu' life of the first 
Constitution and the original definition of a grauuuar school was sub- 
stantially modified. Subsequent legislative action ))roviding for a State 
IJoai'd of Education, and in defining its duties and powers, authorized 
it to grade the schools of the State and to adopt a uniform series of 
text books for the use of the dilferent grades. Section 17 of an Act 
passed bytheLegislatui'ein IS.").") authorized district ti'ustecs to divide the 
scliools in their respective jurisdictions into primary, grammar and high 
sehool departments. In 1SG3 County Boards of Education were estab- 
lished, with authority to issue certificates of the first, second and third 
gi'ndes. which would entitle the holders thereof to teach in school<; of 
the grammar, intermediate oi' unclassified and pi'imai-y grades, re- 
spectively. The Legislature of ISii.") pi'ovided that "all schools, unless 



12 

])rovi(lGd for by special law, sliall be divided into three grades, viz. : First, 
second and tliird." Cities having a Board of Education governed by 
special laws could grant certificates for teaching high schools. In an 
act i)assed l)y tlio Legislature of 1869-70 the provisions of the preced- 
ing act were substantially continued in force, and from this time on 
to the uieeiting of the Constitutional Convention of 1878-79 the classi- 
lieation of the schools was directed by the State Board of Education. 

During the entire 'life of the old Constitution no adequate provision 
was made for the issuance of high school certificates. The entire num- 
lici' of liigh sc1u)ol teachers needed in the State \vas so limited that 
methods for their certification occupied but little attention by boards 
of education or State Legislatures. It was the custom in some of the 
largt'r cities at first to select high school teachers from those in the 
grammar schools who had been successful and etficient. Then followed 
a pei'iod during which the State Board of Education issued educational 
(li])lomas and life di])lomas to teachers for service in high schools. City 
Boiirds of Education were also authorized to issue high school certificates 
upon a satisfactory examination. But the methods used for certificating 
high school tcacliers were more or loss desultory and lacking in uni- 
formity until 1X95, when a committee from the State Teachers' Asso- 
ciation reconi mended that no one should receive a high school certificale 
who had not had an equivalent of a college education, and this recoin- 
nicudatioii |ir('vails at the present time. 

.V movement was inaugurated by the University of California in 
1884. which wa.s destined to fix definitely and authoritatively the cur- 
ricula for high schools. This was the adoption by the faculties of the 
university of a plan by which those ])upils who had maintained an ex- 
cellent standard during their high school course might be admitted to 
tlu' State T^niversity without examination. This is known in California 
as the "accrt'diting system,'" and as it has l)een an exceedingly important 
factor in the hist(M-y of secondary education in this State, it may be 
well to gi\e, in lu'ief. its main provisions. 

First, no high scliool could be placed on the accredited list against 
its consent: as a ])rerecpiisite it must request the favor. This condition 
having he; ii co)nplitMl with tlie university faculties deputized some mem- 
bers of its body to visit the school and determine by a careful and thor- 
ougli examination whether its course of study and its methods of in- 
struction entitled it to be placed on the accredited list. The examiners 
einl)ract'd representatives of the departments of ancient languages, nmth- 
ematics, history and science, or as many of these departments as the 
school dc^sired to he accredited in. for one feature of the system is, that 
it admits of partial acci'cditing. The time at wdiich these examiners 



18 

iiuuk' their vi>it niiiilit or niiglit not i)0 known by the teachers of the 
sel\()ol : ])ractieally. it made no diti"ercnce, as no amount of eramming 
would suMieiciitly prepare the ])upil.s for tlie examination. The exam- 
iners then made a report of tlieir findings to the faculties of the uni- 
versity, who decided wlietlier the scliool slionhl be placed on the accredited 
list. If tiie decision was favorable tlie j)rincipal of the scliool was noti- 
fied of the fact and for the next scliolastic year those pupils of liis. who 
had eoinph'ted its preseriljed coui'se of study and had I'eceived a diploma 
certifying to that fact, were entitled to admission to the State University 
on his reeommendation; without this personal recomnu'ndation the pupil 
must \in(U'rg() an examination, whatever his standing in the high school 
might have been. 'J^his feature of the accrediting system lias been crit- 
icised lu'cause of the pdwer it places in the hands of tlu' high school 
principal, but an experience of nearly twenty years has failetl to jiro- 
duce a single instance, as far as my knowledge extends, wherein this 
power has been abused. It is customary for the principal to act on the 
recommendation of the heads of the different departments of his school, 
as they are most familiar with the attainments of the piipils. 

In 1885 but three schools in the State requested an examination for 
accrediting, but the number gradually increased year by year, but not 
as ]'a{)idly as might have l)een I'xpected. One reason for this probably 
arose from the fact that the aims ami work of the university were not 
generally understood by the people of California. But another move- 
nu'iit by the university authorities in the early nineties served to remove 
largely this im[)edinu'nt and to l)ring their work directly before the 
. pe(.ple. This was the ir:auguration of a system of university extension 
lectures in the larger cities of the State. Lecture courses were given free^ 
or. in some cases, for a small consideration. (See Appendix A.) These 
lecture courses were well attended by the more progressive people and 
they served to create a desire for a broader culture. 

As one reflects upon the general attitude of the people of California 
toward secondary and higher education previous to the adoption of the 
accrediting system and a systematized course of university extension 
lectures and of the change which they wrought, he is not only highly 
gratified, but is amazed at the result. Apathy yielded to a lively inter- 
est ; local pride was stimulated and a general inquiry was aroused as 
to the best means for securing an entrance to the university. As the 
secondarv school was the only door through which out; could pass to 
readi the univei-sity. it will readily be perceived that an awakened in- 
terest in the higher education had a stimulating effect upon the pros- 
perity of the high school. This new interest dates from 1885, although 
for a few tears a change was scarcely perceptible. The seed was sown 



14 

by tlie adoption of the accrediting system and tlie inaiiii-nration of courses 
of universi'ty extension lecturts a few years later, rendered it fruitful. 
Beneiieial results were seen not only in tlie increased nuinlier and 
efficiency of pul)lic high schools, but of a general awakening and im- 
provement of private secondary schools and seminaries. They found 
it necessary to fall into linu in order to hold their puj)!!?. and as they 
did so they enjoyed a generous share of ihc prospci'ity which befell the 
nubile high schools. 

At a nueliug of the National Educational Association held in 1892 
a resolution was adopted which directed particular attention to secondary 
education throughout the whole country, and California shared equally 
with her sister States in this new awakening. This resolution was par- 
ticularly directed toward an investigation of the j-eqnirements for col- 
lege entrance and toward the ])ossibilities of making them inore uniform. 
As a result of this resolution ten of the most prominent educators in the 
Unifed States were appointed a committee to make a careful study of 
the question and report at a future meeting of the Association. 

This committee entered u])on the work with commendable zeal: sub- 
committees were appointed to investigate and rei)ort to the general com- 
mittee on particular subjects; in fact, the entire scheme of education 
previous to entrance to college was reviewed and reported upon. The 
friends of elementary education became deeply interested in the labors 
of the committees because they saw that their conclusions might have 
an important bearing u])on the scope of their work. 

So deeply interested did the friends of education throughout the 
whole country become that at a subsequent meeting of the National Ed- 
ucational Association another committee, known as the committee of 
fifteen, was appointed to continue the investigation already commenced. 
This committee enlisted in its labors a large number of educational ex- 
perts whose duty it was to make a careful and detailed study of those 
subjects which ])ertained to their special lines of work. The different 
reports were submitted and discus-sed and finally published in conven- 
ient form for general distribution. Both State associations of teachers 
and county institutes made these reports a basis for their deliberations, 
and thus the entire educational field was exploited, with the important 
result that the scope of the high school was fixed and a geiuTal under- 
standing reached as to what the term secondary education really im- 
plied. This alone would have been a sufficient recom]iensc for the labors 
of the committees, but practically it was a small portion only of the 
good which followed. A new interest was taken in schools, particu- 
larly in the subjects to be taught and the manner of their presentation. 
All this coming as it did, just when California was rejoicing in an 



1") 

educational ronai.-saiice. i;avc a new ini])etiis to the iniisciiu ni inauiiiir- 
ated by the aecix'ditcd system and tlie university extension leetures. 

Reference should he made to a clause in the new Constitution which 
guaranteed the admission oJ' women to all the collegiate d('[)arlments 
of the State University. Advantage was not taken of this provision 
immediately, but when the full meaning of what it implied and the 
nu-ans for pre])arafion were multijilit'd. it was eagerly accepted as both 
a wise and just recognition of the claims of women to a share in the 
benefits which a State institution afforded. This, it will be readily seen, 
gave an additional impulse to the cause of sicondary education and 
rendered the multiplication of high schools necessary. The reaction 
of this movenu'ut u]ion the high schools themselves was particularly 
beneficial, in that young wouieu. by t!u' assistance of a thorough peda- 
gogical department in the univci'sity. becauH' (fjuipjicd to render valuable 
service in the high schools. 

The following table s^hows the iiu-i'ease iu public high schools from 
1885 to 1903: 

Xo. of No. Accredited. 

Year. Schools. Public. Private. Total. 

1885 le ;5 . . 3 

1890 24 11 ■^ 13 

1895 98 43 14 57 

1900 105 87 23 110 

1902 139 93 22 115 

1903 143 99 19 118 

In 1902 the number of high school teachers was six hundred and 
six and the total high school enrollment was fourteen thousand four 
hundred and fifty-nine pupils. To instruct this number $1,007,046.30 
had to he raised by the several communities in which the high schools 
were located. In addition to this remarkable increase in the number 
of public high schools, private secondary schools and seminaries enjoyed 
a corresponding share of the general prosperity. The number of those 
accredited rose from one in 1888 to twenty-two in 1902. But these fig- 
ures only partially represent the renuirkable impetus given to the cause 
of secondary education during this golden period. There were large 
numbers of students proper, some young, some in middle life and others 
still who had passed the fifty-mile stone, who were enrolled as members 
of the University Extension Lecture Courses, and by a regular attend- 
ance, supplemented hy home study, obtained a fair insight into their 
respective subjects. 

During all this period of prospesity there still lingered a feeling 
among the friends of secondary education that the high school did not 
occupy that position in the State systems of schools which its importance 



16 

(IcJiiaiKled. It was not forgotten that State funds were used to support 
eleim-ntary scliools and tlie university, Init tlie connecting link, the 
high selinoL was left to he provided for hy local taxation, which was, 
to say the least, an uncertain quantity. If there was a loud cry for re- 
trenclmunt the high school fund was usually the one to be reduced to 
the lowest ])0ssihic liuiit. It cnuhl uot l)e expected, under these cir- 
cumstancis, that a persistent effort would uot l)e made to place the high 
school where it could he a recij)ient of State ])0unty. After much dis- 
cussion hy tlie sfliool piople oi' the State the Lcgi^slature of 1001 jjassed 
a resolution hy which a proposed auiendment to the Constitution miglit 
be suluuitted to the electors of the State for approval or rejection. This 
proposed auuudnieut consisted of an atldition to Article IX. Section G, 
and read as follows: 

"But the Legislature may authorize and cause to l:e levied a sjjccial 
State school tax for the support of higli schools and technical schools, 
or either of such schools, included in the public school system, and all 
revenue derived from such special tax shall be applied exclusively to the 
su])])ui't of tlie schools f(n' which such special tax shall l)e levied." 

Tliis amendment was approved by a vote of the people and thus be- 
came a ])art of tlie Constitution. The long sought for condition thus 
])eean!e a possibility, and it only needed the pi'oper legislative action to 
n)ake it a reality. The L<'gislature of 1903 amended the school la>y by 
the passage of an act providing for State support of high schools, whose 
salient features are, that until tOOG an ad valorem tax of one. and one- 
half ])er eent of the taxable' j)ro])erty of the State shall be levied for the 
6U[)])ort of regularly established high schools, and after 190G the State 
Controller shall estimate the amount uecessary to support the high 
schools of the State and shall allow $1.").00 ])er pupil in average daily 
attc^ndance; one-third to go to high schools, irrespective of the number 
of ])upils and two-thirds appropriated on average daily attendance. 

Sufficient time has not elapsed since this legislative act became opera- 
tive to determine whether the plan therein fixed upon is the best that 
coukl be devised. It has receivt'd considerable adverse criticism by de- 
voted friends of secondary education. All rejoice in the fact, however, 
that the high school is a recognized part of the State system of schools, 
and can constitutionallv receive State funds for its support. 

The intimate relations which iiecessarily existed betweeen the State 
..University and the high schools in consequence of the influences already 
recounted, had the effect of definitely fixing the status of the high, school 
ii^ California. Primary education closes with a fair knowledge of arith- 
inetic, English grammar and the use of the English language, history 
of the United -States, ^nd the elementary princi]des of physiology and 




M 



:i: 



17 

hyiiieiic. vocal music and fli-awiiii:-. Tlic liigh school takes up a new line 
of studios, each of which is liniite(l by university entrance i'e(|uirenicnts. 
Accor(lin<i- to a recent university register, subjects arc s|)ccitied i?i whicli 
accrediting may he given. * ■'" - The smaller jiii-h 

schools are not ahle to take uj) so varied and extensive a range of suh- 
jeets as this. l)ut in order io raidc as high schools they must, at least, 
prepare theii- pupils in all the suhji'cts necessary for entrance to one of 
the eollegcs. The lai'ger high schools, hy virtue of their ninnlicr. both 
of pupils and teachers, are enabled to olTer for accre liting the entire 
list of subjects suhimitted hy the university, by a system of electivcs, 
which would be imi)ract icable in a snuill school. 

It will be readily gathered from the above that the State University 
exercises a predominating influence o\-er the liigh schools, both in thi'ir 
courses of s^tudy aiul largely in the method in whieh the several subjec(.s 
ai'c presented. It is (juitt' natural that this eoiulition sliould cause a 
cei-tain anu)unt of adverse criticism. We are told that tlu' high schools 
should stand ])y themselve.?; .should l)e free to choose that course of study 
and the tinu' to be devoted to each suhject which the patrons of eacli 
school ])i'eferred ; that the industrial conditions of the State are so 
varied that high school uniformity must work against tlu' Ix st iidercst.s 
of nuiny localities; that the ])upils of high schools located in fruit grow- 
ing districts should l)e taught how to ]jlant and care for trees, and how 
to destroy fruit ]iests : in short, the school should he made practical. 
Other critics affirm that ])reparation for college or university is not the 
best |)reparation for the duties of life; that thei-e should I)c a differenti- 
ation of isubjects into practical and culture studies. Discussions on tliosc 
ami kindred topics have occupied the [)ul)lic press and have been fruit- 
ful sources for ])apers read at teachers' conventions. Several of the 
most prominent writers for our educational journals have presented 
arguments both ])ro and con. so that high school men in California are 
([uite familiar with what has been said upon this important subject. 

But in spite of all that has been said and written, the work of cenli'al- 
ization moves steadily on. The university decides what the work of 
the high school shall 1)0 and through the high school exerts an influence 
upon primarv education. To enter upon a discussion as to whether this 
is tlie wisest arrangement or not is not pertinent to the purpose of this 
pa|H'r. I simply refer to this question as having had its influence ujion 
lh(^ developnu'iit of secondary education in this State, and also as being 
an unsettled ciucstion. 

The dovelo})ment of secondary education in California was sul>stan- 
tially along the same lines as those pursued in the older Slates. The 
courses of study and the methods of teachijig did not dilfer materially 



IH 



from those adopted by the high schools of Massachusetts or Michigan, 
still it may he interesting to note ]inrtieuhirly tlie elianges which oc- 
curred in tlie presiiitation of some of tlu' subjects. In tlii' earlier days 
the courses of study embraced mathematics (algel)ra and geometry), the 
aiiei( ut and modern languages, seiencr and p]nglish literatui'e. 

Probably the fewest changes in methods of presentation by the 
teacher have been made in the languages, both ancient and modern. 
'rh( re l)as ])eeii a decided imj)i'ovement in text books. ))ut nothing ean 
take the plaei' of that accurate memorialing so absolutely necessary in 
gaining the rudiments of a foreign language. The teacher of nuithe- 
matics. howt'yer. has materially im[)royed upon the methods pursued by 
his pi'edecessors. The principal advantage to be gained by the ])roseeu- 
tion of this study is the unfolding of the reasoning faculties, and if it 
is made lai'gely a nuMnoritei' exercise, as it was in tlu' olden time, tlu' 
greatest good is not realized. This remark applies particularly to the 
study of theorems in geometry. Teachers of mathenuitics in California 
high schools, at the ])resent tinu", give particular attention to origimil 
(lenu)nstrati(uis. A single step in reasoning at first gives strength and 
eiu'ouragenu'nt for others which follow, so that in time the pu[)il be- 
eouu's able to give a eom])lete original deim)nstrati(Ui for a geometrical 
theorem. By this training, as he meets with the <litheult prol)lems which 
arise in his life work he is enabled to fortify his judgments by realizing 
that they were reached by rational processes. 

In none of the high school studies have greater changes taken place 
in methods than in th.e entirr range of the natural sciences. Vp to the 
present time tlu're have been three stages of deyelopuu^nt. At first the 
seience was learned exclusively from a book. It is true there were some 
illustrations of experiments to aid the comprehension of the pupil, hut 
the experinu'uts themselves were few and far lietween. AVhate\er knowl- 
edge the ])U])il obtained was at the ex])ense of the jiower of the imagina- 
tion, hence this may be called tlu' imagination-developing period. This, 
however, gave way in time to a decided impro\'enu'nt in science teaching, 
for the i)upil, instead of studying illustrations, was required to observe 
carefully what the teacher did when he mixed the chemicals and manip- 
ulated the air-pump and the electrical maehiiu'. This was the observa- 
tion jHM'ioil. 1m-oui seeing the teacher j)erform the experinu'uts to the 
next step, in which the ))upils themselves made the experiments and 
took down in their note books whatever changes they observed, was a 
natural transition, and it brings us to the experiment-nudving jjcriod. 
"^riiis change involved a comjdete revolution in the equipment for science 
teaching in the high schools, for there must be a complete laboratof-y 
sufficiently extensive to accommodate all the ])upils of the school. The 



19 

cheinienl liibornlorv iinist lie proviilci! willi rcn,f:Tiit-s. t;il)lcs. .•=inks. nin- 
iiinii- Wilier, yas and niiiiihi rlcss hIIki' cnnvciiit net s wliicli would \)r r. - 
(|iiii'cd I'di- in'i'l'di'iiiiiiL;- the ('.\|)i rinuiils in a (•oiir.-c in clicmist r\- .-uf- 
lit-iciitly rnni[)r('lu nsivc Ww cntrane'c t(i the university. Aiinilicr lalior.i- 
lorv e(|ually elaliorate, Imt eiilirely dilTerent in the apparatus uskI. inusl 
he provided I'or stu(h'nls in physies and s'till anotlier with its niiernst-opes 
for ehusses in hioloi^T. Tlie a(h)pti()n of the lahoratoi'y methods in Cal- 
ifornia For teaeliiny the natui'al seit-nets was lar^elv ihu' to the inlluencc 
of tlu' university. The elian<i-e involved a hiriic t'xpi'nse. l)ut the ad- 
vantati'cs it ])ossesses over the ohi nuthoil^ ai'e so apparent that fairly 
well e(|uip[)ed lahoratories are found in neai-I\- all the liiiih schools of 
the State. 

The fourth suhject enihraeed in the high seliool curriculum was 
formerly denominatLHl Eliiiilish literature, hut in university and high 
sf'hnol schedules of the present day it is known hy the comprehensive 
term of English. It is within the memory of many who may read this 
paper that during their ])reparatory course for college they studied 
English literature, at least that was the name givm to the suhject. hut 
in reality they gave little or no attention to literature per sc, hut to the 
hiographies of authors, together with the titles of their works. In 1H7C) 
the Oakland High School inaugurated a change wherehy the produc- 
tions of. standard authors should he studied rather than their l)iogra- 
phies. ''The Lady of the Ijake" and the "Merchant of X't-nice"' were 
ohjects of discussion in.stead of the lives of Sir Walter Scott and 
Shakesijcare. 'I'o the hest of my knowledge this was 'the heginning of 
a movement which in a few years ])roduced a complete revolution in the 
study of English literature, not only in California, hut throughout th."- 
whole country. Henceforth the study was scheduled as English hy high 
schools and universities. 

Ahout this tinu' a new professor came to the I'nivt'rsity of Califor- 
nia as head of the department of English Eiterature. who hy his lahor.s 
with hi ■ own classes and hy calling together princi])als and teachers of 
high schocols for discussion, the new movement was not only approved, 
hut in a hrief time it was adopted In' most of the high schools of the 
State. At the present tinu' English occupies a prominent position in 
the course of study of all s; enndary schools. This change is also largely 
responsihle for the elimination ^^i' formal rhetoric from secondary 
schools. Attempting to understand the jjrinciples of the style of a given 
literarv producti(Ui without a comprehensive view of several authors' 
works is on a ])ar with gaining a knowledge of the currents of the ocean 
hy studying a hucket of water. 

In view of the changes effected in tlu' methods of teaching in the 



20 

pccondarv school^; of tho Sliitc (lur!:i,ii' tlic Inst qiiiirtor of a contiiry and 
ill the aiMit ioiial fact that tlic schools arc taui;ht l)y a bodv ol' tcaclicrs 
iiiisiiri)assc(| for ititclli_iie'UCL' and for devotion to tlieir profession. Cal- 
ifornia is i-cady to have her secondary schools compared with those of 
any Stale ill the Union. Tlie discouraiiements and adversities of early 
years did not dishearten the friends of secondary edncation in the cause 
to which they were so thorouohly devoted, but, rather, they were fired 
witli a I'ciiewed zi'al. •couJIdent tliat in time their effoi'ts would l)e rc- 
\var(h'd. They fully realize also that constant change is both a condi- 
tion and evidence of life; that without change there must come stagna- 
lioii and death. They also ]-ecognize the fact that the solution of 
past j)r()blems only reveals new ones for the future. Perfection is still 
a dream unfulfilled. 

In the general strife to make each of tho divisions of the State sys- 
tem of schools complete there is danger in giving too much attention 
to tlu' ])erfection of the grade and too little to the interests of those for 
whom the grades are organized. As at present constituted the ele- 
mentary schools r(,-(juire eight years, foui' years for the primary and four 
years for the grammar department, the high schools four years, the 
university four years and the professional schoool four years, so that, if 
a pu[)il enters the prinun-y school at the age of six, the legal school age 
in California, and continues in regular course through the succeeding 
ilepartnunti^. he will have reached the age of twenty-six years before he 
is ready to commence his professional work. This time may be reduced 
one year for those who expect to engage in medical j)ractice by taking a 
prescribed course in the uni\-ersity. All will agree tiiat there must be 
somethiiig radically wrong in a system which re(juires so many of the 
best years of one's life to get ready. This ])roblem is too important to 
be thrust asidi'; it tmu-hes life on too many sides; besides the educational 
|)hase, there is the comnunercial, and. moi'e than all others cond)ined, the 
t^ocial aspect: for any influence tluit has a tendency to loosen the bonds 
wbich hold society together in organized families should receive the 
strongest disapprobation. There must be an earlier diJferentiation of 
studies, the work of the student must be more intensive, he must sooner 
deci<le his life work ami expend his elforts directly toward that goal. It 
may be said that such a course will make him narrow minded, but this 
objection will have little weight at the present day. when one\s general 
reading covers broad grouiuls. President Harper says: "The high 
school is no longer a school preparatory for college. In its most fuUv 
developed form it covers at least one-half the ground of the college fiftv 
years ago. It is a real eolU'ge; at all t'vents. it i)rovides the earlier part 
of a college course.'" But will the college grant diplomas in two years 



21 

to those student? who liavc taken a full four-vear course in the hiiih 
seliool ? Or will the lii^h seliool I'cdiiei! its re(]uireinents so that one 
or two years nuiv he saved? Tliesi' are vital questions for hoth eolle^TS 
and hi^ih schools, '^^l^hc character of the t'litiwc hi^ih school as well as 
the scope of secondary education are prohlcms n (|uiriiii;- a wider experi- 
ence for their solution than we now possess. 



22 
APPENDIX A. 

Extension Courses^ 

J89J-92. 

With a view to the extension of the advantages of the University to 
teachers and other persons whose engagements will not permit them to go to 
Berkeley, courses of instruction will be offei'ed during the year 1891-92 in 
San Francisco. It may he expected that other Courses will be added in sub- 
seciuent years. 

Persons who offer to do systematic work in the Extension Courses, and to 
take examinations in them will be enrolled as Attendants upon Extension 
Courses. Attendants who pass satisfactory examinations will be entitled to 
receive, from the University, Certificates of Record of the work done, which 
may be accredited to theuj, upon their scholarship records, if tliey sul)se- 
quently become students of the University. 

Visitors may be admitted to Extension Coui'ses at the discretion of the 
professors in charge. 

Persons desiring to enroll themselves for these Courses are requested to 
communicate eitlu'r with the professors in charge, or with the Recorder. 

During 1891-92, Extension Courses will be offered in San Francisco as 
follows : 

PHILOSOPHY 

The Essential Probleiii.s of Phiiosopliy ami the Course of its 
History from Descartes throiijjii Kant. A Course of about twenty lec- 
tures. Once or twice a week, at times to be determined. Professoi' lIowisoN. 

HISTORY AND POLITICAL SCIENCE 

The Tiiiii.sitioii fr<nn tlic Keuaissance to tlie Reformation. A 

Course of lectures once a week during the first term. First Unitarian Church, 
corner Franklin and (ieary Streets, Monday evenings, at eight o'clock. Asso- 
ciate Professor Bacon. 

Another Course on some suitable topic in history or political science may 
be given during the second term by some other member of the Department, 

ENGLISH 

A. Shakepeare's Tragedies : Julius Csesar, Eicliard III., Hamlet, 

Othello, IVIaebeth, King Lear, and Coriolanus. Fifteen lectures, accom- 
panied by class essays and discussions, during the first term. Academy of 
Sciences, Friday afternoons, 3:45-5:45. 

Open to all adults tiualitied to perfoim the work of the Course. Visitors 
are admitted. Professor Gayley. 

B. History of the English Langiiajie. Two hours a week during 
the second term. Assistant Professor Lange. 

Or Histori<al and Comparative Englisli Grammar. One hour a 
week of lecture, followed by one hour of conference and discussion, during 
the second term. Associate Professor Pkawley. 

MATHEMATICS 

Propfedeutic to tlie Higlier Analysis. A knowledge of elementary 
geometry, trigonom(>try, and analytic geometry is prerequisite^ for the Course. 
Ciirls' High School building. Golden tJate Avenue, Saturday mornings, at 
10:30. The Course will continue through most of the school year. Professor 

SxitlXUHAM. 



23 



APPENDIX B. 



State High School Fund. 




ALAMP^DA 



BUTTE 



COLUSA 



CONTKA COSTA 



DEL NORTE 



FRESNO 



Alameda 

Berkeley 

Oakland 

Oakland Polytechnie 

Union No. 1 

Union No. 2 

Union No. 3 



508 

836 

2(53 

44 

5() 

64 



Total 



Chico . . 
Grid ley 
Oroville 



Total 



Colusa 

Pierce Joint Union 

Total 



Alliamhra Union ... 
Mount ])iab]o l^nion 
Jolin Swett Union . . 
Liberty Union 



Total 

Del Xprte County . 



Total 



Alta Joint 

Clevis Union 

Fowler Union 

Fresno 

Sanger Union 

Sehna Union .... 
Washington Union 

Total 



21 



18 
26 
37 
266 
42 
89 
53 



^(382 50. 12,5(54 25 
382 50 4,008 12 



382 50 
382 50 
382 50 
382 50 
382 50 



382 50 
382 50 
382 50 



382 50 
382 50 



382 50 
382 50 
382 50 
382 50 



382 50 



382 50 
382 50 
382 50 
382 50 
382 50 
382 50 
382 50 



(5,59(5 04 

2.075 07 

347 16 

441 84 

504 96 



362 94 
110 46 
378 72 



370 83 

284 04 



228 81 
355 05 
228 81 
173 58 



165 69 



142 

205 
291 
2,098 
331 
702 
418 



!|i2.94fi 75 

4,390 (52 

(5,978 54 

2,457 57 

729 (55 

824 34 

887 46 

^19,214 94 

745 44 
402 96 

771 22 



.151,999 62 


753 


33 


(5(56 


54 


•151.419 87 


611 


31 


737 


55 


611 


31 


556 08 


•152,516 25 


548 


19 


•1!548 


19 


524 52 


587 


64 


674 43 


2.481 


24 


713 


SS 


1,084 71 


800 (57 



$6,867 09 



24 



County. 



Name of School. 



!=g 


fl J^ 


oi 8 




Q * 




^-s 












<< 


■<Spq 



O ■- (3 



o o<^ 



GLENN 



HUMBOLDT 



INYO 



KERN 



KINGS 



LAKE. 



LOS ANGELES. 



MADERA 



Glenn County 

Orland Joint Union 



Areata Union 
Eureka 



Total 



Total. . . . 
Bishop 

Total . . . . 
Kern Countv. 



Total 



Han ford I'nion . 
Lenioore 



Total 

Clear Lake Union 



Total 



Alhambra 

C'itrns Union 

Compton Union .... 

Covina . 

El Monte I^nion .... 
Glendale Union .... 

Long Beach 

Los Angeles 

Los Angeles (Commercinl) 
Los Nietos Valley Union 

Monrovia 

Pasadena City 

Pomona City 

San Fernando Union 
Santa Monica City. . 
Whittier '. . . 



Total . 
Madera . . 

Total . 



1382 50 1228 81 |6I1 81 
382 50; 134 13; 516 63 



23 



148 



114 
20 



47 



382 50 
382 50 



382 50 



382 50 



382 50 
382 50 



382 50 



2i) 

34 

5() 

32 

20 

34 

59 

560 

105 

50 

29 

288 

110 

25 

I 34 

I 44 



39 



382 50 
382 50 
382 50 
382 50 
382 50 
382 60 
382 50 
382 50 
382 50 
382 50 
382 50 
382 50 
382 50 
382 50 
382 50 
382 50 



382 50 



11,127 94 



236 to! 619 20 
710 10 1.092 60 



$1,711 80 
563 97 



181 47 



$563 97 
1,167 72 1,550 22 
$1,550 22 



899 46 
157 80 



370 83 



228 81 
268 26 
441 84 
252 48 
157 80 
268 2() 
465 51 

4,418 40 
828 45 
394 50 
228 81 

2.272 32 
867 90 
197 25 
268 26 
347 16 



1.281 96 
540 30 



$I,»^22 26 

753 33 

$753 33 

611 31 

()50 76 

824 34. 

634 98 

540 30 

650 76 

848 01 

4,800 90 

1,210 95 

777 00 

611 31 

2.654 82 

1.250 40 

579 75 

650 76 

729 66 



j$18,026 01 

307 71 690 21 



$690 21 



25 



County. 


Namo of Scliool. 


— o 

« n 


Apportion- 
ment on '., 
Basis. 


■ 4) 
-J 

— as 

ill 

< B< 


Total 

Apportion- 
ment. 


MARIN 


San Rafael 


70 


$382 50 


ii!552 30 


$934 SO 

!|;934 80 

559 53 




Total 




MENDOCINO .... 


Foit Bragg Union .... 


27 


382 50 




213 03 




Mendocino 


44 


382 50 


347 16 


729 m 




Ukiah 


80 


382 50 


631 20 


1,013 70 




Total 




$2,338 89 
1 061 04 


MERCED 


Merced 


86 
25 


382 50 
382 50 


678 54 
197 25 




West Side Union .... 
Total 


579 75 




$1,640 79 
753 33 


MONTEREY 


Pacific Grove 


47 


382 50 


370 83 




Salinas 

Total 


106 


382 50 


836 34 


1,218 84 




$1,972 17 


NAPA 


Napa 


75 


382 50 


591 75 


974 25 




St. Helena Union 

Total 


35 


382 50 


276 15 


658 65 






H; 1.632 90 


NEVADA 


Grass Valley 


63 


382 50 


497 07 i 87". t 57 




Meadow Lake Union . . 


31 


382 50 


244 59| 627 0'.> 




Nevada City 

Total 


71 


382 50 


560 19 


942 69 




$2,449 35 


OBANGE 


Anaheim 


62 


382 50 


489 18! 871 68 




Fullerton Union 


61 


382 50 


481 29, 863 79 




Santa Ana City 

Total 


275 


382 50 


2,169 75 


2,552 25 




$4,287 72 
919 02 


PLACER 


Placer County 

Total 


68 


382 50 


536 52 




$919 02 


RIVERSIDE 


Banning 


27 


382 50 


213 03 


595 53 




Corona 


34 
13 
26 


382 50 
382 50 
382 50 


268 26 650 76 




Elsinore 


102 57| 485 07 




Hemet Union 


205 14 587 64 




Perris Union 


14 


382 50 


110 46 492 96 




Riverside 


252 
20 


382 50 
382 50 


1,988 28 2,370 78 




San Jacinto 


157 80| 540 30 


- 


Total 






■ 


$5,723 04 



26 



County. 


NiiniL- of School. 


■35 


Apportion- 
ment on ';) 

IJasis. 


.2 eg 


c 


SACRAMENTO . . . 


Elk Grove 


22 


$382 50 


WS 58 


$556 08 




Sacramento 

Total. 


303 


382 50 


2,390 67 


2,773 17 




$3,329 25 
705 99 


SAN BENITO .... 


H(jllister 

Total 


41 


382 50 


323 49 




$705 99 


SANBERNARDI'O 


Chino 


10 


282 50 


78 90 


462 40 




Colton 


36 


382 50 


284 04 


666 54 


^ 


Needles (first year) . . . 


9 


3S2 50 


71 01 


453 51 




Ontario 


88 


352 50 


694 32 


1,076 82 




Redlands 


220 


382 50 


1,735 80 


2,118 38 




San Bernardino ... . 
Total 


172 382 50 


1,357 08 


1,739 58 




$6,516 15 
402 96 


SAN DIEGO 


Cuyaniaea 


14 382 50 


no 46 




F:1 Cajon Valley . . . . 


20' 382 50 


157 80 


540 30 




Escoiidido ... .... 


74 382 50 


583 86 


966 36 




Fall brook 


27 382 50 


213 03 


595 53 




National (^itv 


26 382 50 


205 14 


587 64 




Raniona 


13; 382 50 


94 68 


477 18 




San Diego 

Total 


300 382 50 

■ ■ "j 


2,367 00 


2,749 50 




$6,409 47 


SAN FRANCISCO. 


(iirls 


527; 382 50 


4,158 03 


4,540 53 




Huniholdt 


509 


382 50 


4,016 01 


4,398 51 




Lowell 


604 


382 50 


4,765 56 


5,148 06 




Mission .... 


971) 


382 50 
382 50 


2,201 31 
1,885 71 


2,583 81 




Polytechnic 

Total 


239 


2,268 21 




$18,939 12 


SAN JO.VQUIN... 


Lodi 


60 


382 50 


473 40 


855 90 




Stockton .... 

Total 


253 


382 50 


1,996 17 


2,378 67 




$3,234 57 


SAN LUIS OBISPO 


Arroyo Grande 


20 


382 50 


157 80 


540 30 




Paso Robles 


54 


382 50 


426 06 


808 56 




San Luis Obispo 

Total 


54 


382 50 


426 06 


808 56 




$2,157 42 


SAX M.VTEO ... . 


San Mateo Union 


24 


382 50 


189 36 


571 86 




Se(iuoia Union 

Total 


87 


382 50 


686 43 


1,068 93 




$1,640 79 



27 



County. 



Ntunc (if ScliDol 



SANTA BARBARA 



SANTA CLARA .. 



SANTA CRUZ 



SHASTA . 



SISKIYOU 



SOLANO 



SONOMA ... 



STANISLAUS .. 



Campbell . . . 
Gilroy . - 
Los Gatos . . 
Mount ian View 
Palo Atlo .... 
San Jose . . . 
Santa Clara . . 

Total . . . 



<<\ 



O - X 
ftC-7 



ass 



ir'< 3 



Lompoc 5rif382 50 

Santa Barbara 153 382 50 

Santa Maria i 71 382 50 

Santa Ynez Vallev . . I 14 382 50 



Total 



45 
54 

58, 

22' 

101 

482 

117 



2 50 
2 50 
2 50 
2 50 
2 50 
2 50 
2 50 



Santa Cru/ '13,S 382 50 

Watson vi lie 1 UO 382 50 



Total .. . 
Shasta County 
Total . . . 



85 782 50 



Etna Union . . . 
Siskiyou County 

Total 



31 
51 



382 50 
382 50 



Arniijo Union 
Benicia 
Dixon Union. 
Vacaville .... 
Vallejo 



Total 



Clo\"erdale . . . . 
Healdsburg . . . 

Petalunia 

Santa Rosa. . . . 
Sonoma Valley 

Total 

Modesto 
Oakdale . 

Total 



46 382 50 
37 1 382 50 
29! 382 50 



86 



382 50 



59 j 382 50 



11 
63 
72 
136 
34 



382 50 
382 50 
38'2 50 
382 50 
382 50 



$402 39 

1,207 17 

560 19 

110 46 



355 05 
426 06 
457 62 
173 58 
796 89 
3,802 98 
923 13 



1,088 82 
710 10 



670 ()5 



244 59 
402 39 



362 94 
291 93 
228 81 
678 54 
465 51 



86 79 

497 07 

568 OR 

1,073 04 

268 26 




$784 89 

1,589 67 

942 69 

492 96 



$3,810 21 

737 55 

808 56 

840 12 

556 08 

Jl,179 39 

4,185 48 

1,305 63 



$9,612 81 

1.4'7l 3=? 
1,092 60 



$2,563 92 

1,053 15 

$1,053 15 

627 09 
784 89 

$1,411 98 

745 44 
674 43 
611 31 
1,061 04 
848 01 

$3,940 23 

469 29 

879 57 

950 58 

1,455 54 

650 76 

$4,405 74 

871 68 
674 43 

$1,546 11 



28 



County. 


Name of School. 


•r-c U 

<6 a 
Q us 


1^ 

■<ap> 


Apportion- 
ment on 
Attendance. 


Total 

Ai>portion- 

nient. 


RUTTKK 


Sutter City ■ • 


30 


1382 50 


$236 70 


$619 20 




Total 


$619 20 


TEHAMA 


Red Bluff 

Total 


71 


382 50 


560 19 


942 69 




$942 69 


TULARE 


Dinuba 

Porterville 

Tulare 

Visalia 

Total 

Oxnard 

8anta Paula 
Ventura 

Total 

Esparto . . 
Winters Joint . . 
Woodland 

Total 


28 

64 

12 •> 

130 

33 

82 

133 

11 
17 

75 


382 50 
382 50 
382 50 
382 50 

382 50 
382 50 
382 50 

382 50 
382 50 
382 50 


220 92 

504 96 

962 58 

1,025 70 

260 37 

646 98 

1,049 37 

86 79 
134 13 
;;91 75 


603 42 




887 46 
1,345 08 
1,408 20 


VENTURA 


$4,24-1 16 

642 87 
1,029 48 
1,431 87 


YOLO 


$3,104 22 
469 29 




516 63 
974 25 




$1,960 17 


YUBA 


Marysvillc 

Total ... 


103 


382 50 


812 67 


1,195 17 
$1,195 17 





Total number of Hij;h Scbools entitled to receive State aid June 

30, 1903 . " 143 

Total average daily attiMidance in such schools .... 13,860 

Rate per school on the one-third basis $ 382 50 

Rate i)er child on average daily attendance 7 89 

Amount apportioned on one-third basis 54,697 50 

Amount apportioned on average daily attendance 109,355 40 

Amount remaining unapportioned 40 48 



PD 1.3. i» 














A 



^ 



^. 




oK 








■^0 • (^ 









-^^^ /^ 









'*.' 








0^°"^^^.. K-^ 






'\ 




^^ *-..** ,G 














A 



-^^0^ 



c" . 




-^^0^ 



c" / 






^i^* ^^ \. "• 



A 








A 







<^ *'..«* ,G 




'^0^ 









^'^kVv^y ^^ '^. • 




•^0^ 



.><i^,.>. -^^^«* ;;^\ \/ ,^^% -^^^^* /.sfe.-. ^* 



•' » • ' 



1-i^ . 



s' v '. c\ .0 . ' * «-► > 







'o V 




0* 




<^ "-T^s* G^ 



0^ .■ 



"o V^ 



^°-'^. 



^'" 






?. '* .G^ <^. '°.»* A rf. ^Tf^r* G^ 'o 'o.»* A 




ST. AUGUSTINE \>.^ 

^^^ix CI A CvP 



